Language in Development Disorders

CONCEPTUAL

1. To know, at a general level, developmental disorders and, at a specific level, language characteristics in developmental disorders.
2. To understand the mechanisms, characteristics and determinants of language in developmental disorders.
3. To identify the deficient processes in learning problems and language abilities in developmental disorders.
4. To recognize the individual, social, family and contextual variables associated with language disorders in developmental disorders.
5. To assess the importance of prevention and stimulation programs in the classroom to promote student development in the Primary Education classroom.

PROCEDURAL

1. To assess the methods and activities for language teaching-learning.
2. To know and critically assess the different evaluation models in language.
3. To know and critically assess the different language intervention procedures and tools.
4. To promote the harmonious development of cognitive and behavioural skills in students with developmental disorders in Primary Education.
5. To encourage reflection and critical thinking.
6. To promote the capacity for cooperative work, together with the development of social skills in a group.
7. To promote the development of argumentative skills and public exposure and intervention.
8. To promote the management of bibliographic resources, databases, documentary sources and ICTs within the framework of information and computer skills.
9. To promote the use and management of virtual learning platforms and various computer tools as a teaching medium that favours and enriches the teaching-learning process.

ATTITUDINAL

1. To promote values of tolerance and respect towards the ideas, values and behaviours of others.
2. Tp promote the development of democratic, open, flexible, communicative, empathetic, and assertive attitudes, within interaction and teamwork. Attitudes that are required in the classroom of Primary Education.
3. To develop respect and tolerance for the richness that emanates from the individual differences that describe people.

Module I. Approach and delimitation of developmental disorders
Topic 1. Developmental disorders: characterization and delimitation

Module II. Psychoeducational intervention in language problems in developmental disorders:
Topic 2. Evaluation-psychoeducational intervention in intellectual disability
Topic 3. Psychoeducational evaluation-intervention in autism spectrum disorders
Topic 4. Evaluation-psychoeducational intervention in ADHD
Topic 5. Psychoeducational evaluation-intervention in sensory and motor disorders

Module III. The school as a space for language work:
Topic 6. School stimulation, intervention and prevention of language in developmental disorders

Basic bibliography
Carrascosa, S. (1999). La respuesta educativa a los alumnos gravemente afectados en su desarrollo. Ministerio Educación y Cultura-CIDE.
Clemente, A.R. (2000). Desarrollo del lenguaje. Octaedro.
Condemarín, M. (1996). Taller de lenguaje. Módulos para el desarrollo del lenguaje oral y escrito. CEPE.
Gallardo, J.R. and Gallego, J.L. (1995). Manual de logopedia escolar. Aljibe.
Gallego, J.L. (Dir.) (2006). Enciclopedia temática de logopedia (Vols. 1 y 2). Aljibe.
González, C. (2003). Enseñanza y aprendizaje de la lengua en la escuela infantil. Grupo Editorial Universitario.
Ideas Propias Editorial (2004). Estimulación del lenguaje en educación infantil. Ideas Propias Ed.
Juárez, A. and Monfort, M. (2001). Algo que decir. Entha.
Juárez, A. and Monfort, M. (2002). Estimulación del lenguaje oral. Un modelo interactivo para niños con dificultades. Santillana.
Laffon, B. and Pásaro, E. (2012). Bases congénitas de las alteraciones del lenguaje. Bubok Publisher.
Love, R.J. and Webb, W.G. (1998) Neurología para los especialistas del habla y del lenguaje (3ª Edición). Panamericana.
Martín-Caro, L. and Magdalena, J. (2001). Sistemas de comunicación y parálisis cerebral. ICCE.
Molina García, M.J. and Gómez-Villalba, E. (2010). Lectura y expresión oral: guía práctica para maestros de educación infantil. CCS.
Molina, S. (1995). Deficiencia Mental: Aspectos psicoevolutivos y educativos. Aljibe.
Narbona, J. and Chevrie-Muller, C. (2001). El lenguaje del niño. Masson.
Peña-Casanova, J. (2002). Manual de Logopedia. Masson.
Peña-Casanova, J. (2003). El niño pequeño con autismo. APNA (Comp.). Ministerio de Trabajo y Asuntos Sociales.
Peñafiel, F. and Dios, J. (2001). Cómo intervenir en logopedia escolar. CCS
Peralbo, M., Gómez, B.J., Santórum, R. and García, M. (1998). Desarrollo del lenguaje y cognición. Pirámide.
Pereira, M. and Castro, J. (1994). El desarrollo psicológico de los niños ciegos en la primera infancia. Paidós.
Pons, R.M. and Serrano, J.M. (2007). Manual de logopedia. DM.
Puyuelo, M. and Rondal, J.A. (2003). Manual de desarrollo y alteraciones del lenguaje. Masson.
Rondal, J.A. and Serón, X. (2000). Trastornos del lenguaje. Paidós.
Serón, J.M. and Aguilar, M. (1992). Psicopedagogía de la comunicación y el lenguaje. EOS.
Sos Abad, A. and Sos Lansac, M.L. (1997). Logopedia práctica. Escuela Española.
Suárez, A. (2003). Iniciación escolar a la escritura y la lectura. Diseño de programas adaptados a la diversidad. Pirámide.
Villegas, F. (2004). Manual de Logopedia. Evaluación e intervención de las dificultades fonológicas. Pirámide.

Complementary bibliography
Belinchón, I, Igoa, J.M. and Riviere, A. (2000). Psicología del lenguaje. Investigación y teoría. Colección Estructuras y procesos. Serie cognitiva. Trotta, S.A.
Caplan, D. (1992). Introducción a la neurolingüística y al estudio de los trastornos del lenguaje. Visor.
Junqué, C., Bruna, O. and Mataró, M. (2004) Neuropsicología del lenguaje: Funcionamiento normal y patológico. Rehabilitación. Elsevier España.
Orjales, I. and Polaino, A. (2004). Programas de intervención cognitivo-conductual para niños con déficit de atención con hiperactividad. CEPE.
Puyuelo, M. (2005). Casos clínicos en logopedia. Masson.
Recasens, M. (1994). Cómo jugar con el lenguaje. CEAC.
Tomás, J. and Casas, M. (Eds) (2004). TDHA: Hiperactividad. Niños movidos e inquietos. Laertes.

General competences:

G2. To design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals from the centre.
G3. To effectively address language learning situations in multicultural and multilingual contexts. To encourage reading and critical commentary on texts from the various scientific and cultural domains contained in the school syllabus.
G4. To design and regulate learning spaces in contexts of diversity and that attend to the following: gender equality, equity and respect for human rights that make up the values of citizen education.
G6. To know the organization of primary schools and the diversity of actions that comprise its operation. To carry out tutoring and guidance functions with students and their families, attending to the unique educational needs of students. To assume that the exercise of the teaching function has to be perfected and adapted to scientific, pedagogical and social changes throughout life.
G10. To reflect on classroom practices to innovate and improve teaching work. To acquire habits and skills for autonomous and cooperative learning and promote it among students.
G11. To know and use information and communication technologies in the classroom. To selectively discern audiovisual information that contributes to learning, civic education and cultural richness.

Basic competences:

B1. That students can demonstrate knowledge and understanding in a subject area that builds on the foundation of general secondary education and is often at a level that, although supported by advanced textbooks, also includes some aspects involving knowledge from the vanguard of his field of study.
B2. That students know how to apply their knowledge to their work or vocation in a professional way and have the skills that are usually demonstrated through the development and defense of arguments and problem solving within their area of study.
B3. That students are able to gather and interpret relevant data (usually within their area of study) to make judgments that include reflection on relevant issues of a social, scientific or ethical nature.
B4. That students can convey information, ideas, problems and solutions to both specialized audience and non-specialized audience.
B5. That students develop learning skills necessary to undertake further studies with a high degree of autonomy.

Specific competences:

E4. To identify learning difficulties, report them and collaborate in their treatment.
E6. To identify and plan the resolution of educational situations that affect students with different abilities and different learning rates.
E11. To know the processes of interaction and communication in the classroom.
E44. To understand the basic principles of language and communication sciences.
E46. To know the school syllabus of languages and literature.
E47. To speak, read and write correctly and adequately in the official languages of the Autonomous Community.
E50. To know the difficulties for learning the official languages for students who speak different languages.
E51. To address situations of language learning in multilingual contexts.

Transversal competences:

T1. Instrumental knowledge of foreign languages.
T2. Instrumental knowledge of the Galician language.
T3. Instrumental knowledge of information and communication technologies.
T4. Informational competence.

The teaching methodology is closely related to the teaching/learning processes and, therefore, must be planned in such a way that it leads to the achievement of the competences formulated for the subject. For this, we propose an active methodology, which combines individual and group activities, and promotes the constructive resolution of the difficulties that arise in learning the subject.

The teaching proposal includes, on the one hand, expository classes and, on the other, interactive classes (seminars, case studies, practices, reviews) and tutorial sessions.

In the expositive classes the contents of the subject are presented, providing an organized and integrated vision of the different explanatory models of learning difficulties and developmental disorders. They are used to introduce, substantiate and develop the basic aspects of each topic to be discussed, providing the student with the theoretical bases to be able to interpret the information a posteriori, in the preparation of both theoretical and practical work. They will be accompanied by debates and various audiovisual materials that serve as revitalizing and illustrative elements of the basic contents of the subject and contribute to the achievement of the relevant skills.

In the interactive classes, specific issues related to the theoretical contents studied are clarified, in a practical way and applied to the classroom, trying to use autonomous and cooperative learning structures for that. In them, specific content is delved into, and students are provided with the necessary tools to carry out independent work. In turn, it is intended to encourage their involvement in debates and group tasks, and promote critical thinking and decision-making.

"In case of a fraudulent completion of exercises or tests, the provisions contained in the Regulations for evaluating student academic performance and grade review will apply."

It is important to point out that in order to obtain a positive evaluation in the subject, it will be necessary to have carried out all the specified evaluation activities on time, as well as pass each one of them.

Individual student work must be original. The delivery of a copied work will suppose the suspense in the matter and the evaluation of the student in the following call. For evaluation purposes, the same work may not be used for several subjects, except in activities programmed in a coordinated manner.

A) Assessment

The course evaluation system includes the following modalities:

1) SPECIFIC TEST (40%-50% of the final score). It may include objective test(s) of content assessment, papers or written reports and/or oral presentations. These works will be individual. Students must obtain a minimum grade that corresponds to 50% of the maximum score in this section so that the rest of the grades can be added.
2) WRITTEN REPORTS AND OTHER PRODUCTIONS (30%-40% of the final score). It may include reports, case analyses, text comments or other writing productions resulting, fundamentally, from work in seminars and interactive classes. Students must obtain a minimum grade that corresponds to 50% of the maximum score in this section so that the rest of the grades can be added.
3) ORAL PRESENTATIONS (5%-10% of the final score). The students will have to present some work done in the previous section. The presentation, expository clarity, synthesis capacity, coherence and discursive organization will be evaluated.
4) ATTENDANCE AND PARTICIPATION (5%-10% of the final score). Attendance and active participation in class. This score will gradually decrease as class attendance decreases without justifiable reason.

B) Assessment comments

Those students who, for various reasons, do not meet the requirements, especially attendance, may obtain a positive assessment in the matter by fulfilling a series of specific requirements:

1. CONDITIONS TO PASS THE SUBJECT: to obtain a pass grade, students must achieve a minimum score of 5 final grade points. This score must be derived from obtaining half or more of the maximum mark in the sections 1) SPECIFIC TESTS AND 2) WRITTEN REPORTS AND OTHER PRODUCTIONS. Only when both parts are passed, both grades will be summed up.
2. ATTENDANCE: The number of absences will be an important consideration in order to pass the subject.
3. STUDENTS WHO DO NOT PASS THE SUBJECT AT THE FIRST OPPORTUNITY (common period). Students may pass the exam in the 2nd opportunity (extraordinary evaluation). In this case, the scores obtained -during the common period- in the sections passed will be respected. Students must pass those that have not passed according to the instructions of the professor. The requirements to pass the subject will be the same as in the first opportunity.
4. STUDENTS WITH EXEMPTION FROM TEACHING. Students must contact the professor in the first two weeks of class to specify an alternative assessment plan.
5. STUDENTS WITH FUNCTIONAL DIVERSITY. Students who present some type of functional diversity or difficulty for a normal daily follow-up of the subject, whether this difficulty is permanent or temporary, must justify their situation through a document issued by the accredited USC service and report their case to the professor of this subject within the first two weeks of the affected semester, so that an adapted work plan can be agreed upon as soon as possible to attend to each particular situation.

The subject has a total of 4.5 ECTS credits that are distributed among expository classes, interactive classes, tutorials, and evaluation.

Estimated hours for student work:

Attendance activities.............Hours...............Student autonomous work..........Hours
Expositive classes...................18..................Study..........................................40
Interactive classes..................18..................Elaboration of works......................30
Tutorials.................................2
Total hours.............................38.................Total hours...................................70

The sessions (expositive and interactive) are compulsory attendance.

Recommendations to pass the subject:

1. Assistance and active involvement in class dynamics.
2. Interest in the study of the subject in relation to the Mention of AL and the degree.
3. Basic command of the English language.
4. Possess certain computer rudiments such as handling a word processor and the Internet.
5. Timely completion of work.
6. Continuous monitoring of the matter.
7. Clarity and organization of knowledge.